Page 146 [146]
OCR
EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES to music, and video games, predict extramural motivated language use with an explanatory power of 4296. Ihis means that the more learners engage in these EE activities, the more motivated they become to use the English language and, consequently, to learn English. Both in-school motivated language learning behavior and extramural motivated language use are affected by a number of individual learner differences. In the case of in-school motivated language learning behavior, with an explanatory power of 46%, partly in line with the results of previous research (Busse-Williams 2010, Dörnyei et al. 2006, Eid 2008, Kormos-Csizer 2008, Kormos et al. 2011, Lamb 2012), Language Learning Experience and perceptions about in-school EFL learning turned out to be the main predictors in this study. However, as opposed to the results of previous research, the Ideal L2 Self was found to have no impact on in-school motivated language learning behavior. This requires further research to investigate what other variables could affect motivated language learning behavior instead. As for extramural motivated language use, several variables, a total of nine (Ideal L2 Self, Language Learning Experience, intercultural orientation, the perceived importance of the English language, extramural EFL learning beliefs, English subtitle use, extramural L2 anxiety, extramural WTC, learners’ willingness to include their own Extramural English interests into EFL lessons), explain it and the explanatory power is also very high (75%). These results are consistent with the results of Lajtai (2020) as well as previous research. It seems that intercultural orientation, beliefs, and perceptions about extramural EFL learning largely determine extramural motivated language use. It would also be important to investigate further the impact of these variables on motivated learning behavior as well as extramural motivated language use. 7.2 PEDAGOGICAL AND THEORETICAL IMPLICATIONS The findings of this research include implications for both researchers and language teaching professionals. The results of the study show that EE activities have a positive effect on various individual learner variables (e.g., motivation); therefore, it is worthwhile to incorporate EE activities in L2 teaching as they have the potential to make the teaching and learning process more efficient by making attempts to abridge the authenticity gap proposed by Henry (2013). Another important pedagogical implication of the research project is that by involving students’ EE interests in EFL lessons, examples could be provided to them on how to improve their L2 skills in the future, thereby fostering learner autonomy and life-long learning skills. These skills along with self-regulation are important skills in the 21* century, and one of the important aims of foreign language teachers should be the nurture of these skills. It is, therefore, , 144 "
